As a hard-working educator, you often need to prepare lesson plans. Through the preparation of lesson plans, you can better make appropriate and necessary adjustments to the teaching process according to the specific situation. What are the characteristics of excellent lesson plans? The following is a lesson plan for large classes that I have compiled for you: I will never eat tomatoes. You are welcome to share. Lesson plan for large classes: I will never eat tomatoes 1

1. Activity goals:

1. Stimulate interest in learning picture book stories and feel the humor of the stories.

2. Understand the basic characteristics of vegetables in the story and be able to boldly make associations with vegetables.

3. Know that every vegetable is nutritious and don’t be picky about food.

2. Activity preparation:

Story ppt, vegetable pictures, mashed potatoes for each person

3. Activity process:

(1) , show PPT

1. Children, look there are a lot of delicious things here? See what's there? These are delicious and nutritious.

2. Teacher: What foods did Laura say she didn’t like? What is her least favorite food? What did she say? Are there any foods that you absolutely will never eat?

3. Laura should not eat any of these foods. What kind of child do you think she is? Is it okay to be picky? Everyone knows it’s bad? Why is it bad? (No nutrition, not growing tall, sick) What you said makes sense. Picky eating is really a headache.

2. Learn to speak magic language

1. Laura is such a picky eater, and brother Charlie is really troubled. Can we help him figure it out? Advise Laura. Who can tell you what good ideas you have?

2. You all like to use your brains to come up with so many good ways to go out. So, has Brother Charlie come up with any ideas? Let’s go and take a look.

3. The brother said to Laura: "You are very lucky today. You don't have any of these things you mentioned. Let's only eat three things today and listen to the recording (orange vegetables on Jupiter) ( Green raindrops in the Green Kingdom (Clouds on Mount Fuji) sound so mysterious. The three things my brother mentioned are so special, so what are they?

4. The first one? , what are the orange vegetables on Jupiter? Can anyone guess? (Show PPT) Why are the orange vegetables on Jupiter? After listening to what my brother said, Laura will Do you want to eat it? (Play the recording) How about this method?

5. What are the green raindrops in the Green Kingdom? Why are they peas? (Color, shape) Brother? How to describe this pea? Let’s learn from my brother. Can Laura eat it? (Play the recording) This time my brother succeeded again. Let’s applaud him.

6. Who. Remember the third thing my brother said? What does the cloud taste like? Since it comes from a distant and mysterious place, shall we taste it in a mysterious way? Please close your little eyes. Once you close them, I will put the clouds in your hands. What does the clouds taste like?

7 .Who can tell me what it feels like to eat the clouds of Mount Fuji? You have already seen that they are potatoes, so what does it feel like? It turns out that the clouds of Mount Fuji are actually mashed potatoes, so why does my brother say it is Mount Fuji? What about the clouds on top? What do clouds have in common with mashed potatoes? (Soft, shape) Then let’s follow our brother’s example and say to Laura: “Laola, these are not mashed potatoes, but clouds from Mount Fuji. (Playing the recording) What Laura said, then like Laura, we also finished the whole plate of mashed potatoes.

8. Wow, do you think your brother is very powerful? After listening to his words, Laura suddenly fell in love with things that she didn’t want to eat before.

9. Do you remember how my brother introduced these three foods just now? Let’s talk about such special words together.

3. Children create magical languages ??

1. It turns out that my brother made these very ordinary foods based on similar colors, shapes, and tastes. Through imagination, it was said that it was very mysterious and strange, something that Laura had never seen before. So this made Laura suddenly become interested and started eating. It's like having magic language. Isn't it amazing?

2. You have just learned these magic languages ??with your brother. Do you want to challenge it? Is this what Laura doesn’t like to eat? (Mushroom) Is there anyone who can quickly use a magic word to make Laura fall in love quickly?

3. Show the writing on the blackboard (oranges, grapes, broccoli, pears). This time it is different. You are not making it up alone. Four good friends work together to find a way and send representatives to choose one thing. When I give you a piece of music, think about what they look like? Where could it come from? Become more mysterious things strung together into a magic language. Your magic language is even more magical than brother Charlie's.

5. Look, Laura has finished eating these but she is still sitting at the table and refuses to leave? She said brother, brother, I still want to eat something. .What do you think she eats? Why tomatoes? She obviously said something?

6. Play the recording. You won’t think that I am really eating tomatoes. In fact, I am eating water-spraying moonshine. Why did she refer to tomatoes as spraying moonshine? Did you find that not only did we learn the magic language on this stage, but who else also learned it?

7. Laura also learned the magic language to make herself fall in love with things she didn’t want to eat. Remember the foods you just said you would never eat? Could you make it into a magic phrase to help yourself? Wow! Do you think this magic language is magical? Not only did Laura get rid of her picky eating habits, but she also made you fall in love with food that you didn't want to eat in the first place.

8. Do you know where this magic language comes from? , it comes from this amazing picture book, the title is I Will Never Eat Tomatoes. This is no ordinary picture book, this one has won an award in the UK. There are still a lot of magical languages ??in it, shall we go back and take a look? Today we learned magic language. You can use the skills you learned today to help other children in the class. Are you confident? Lesson plan for large classes: I will never eat tomatoes 2

Design intention:

Picky eaters? It has almost become a common problem among children nowadays. The children in the class don't eat this or that. Some children like to eat pasta. They can eat two or three bowls of fried noodles and two steamed buns. But when they eat rice, they are two beats slower than others and cannot be fed. Can't feed. Some children see vegetables as if they are enemies. Some children like to eat vegetables very much, but they don’t eat any meat, which is really a headache. The book "I Will Absolutely Never Eat Tomatoes" uses Charlie and Laura playing imaginative games to positively guide children to eat a variety of nutritious foods. It is a good subject to teach children not to be picky eaters. Therefore, I designed this language activity.

Activity goals:

1. Stimulate interest in picture book reading, and cultivate children’s good habits of not being picky eaters through interesting associations with food.

2. Try to boldly make associations with food based on the characteristics of things using the sentence pattern "not... but...".

3. Experience the fun of analogy and imagination in collaborative creation.

Activity focus:

Read and understand the content of picture books, and develop an interest and love for food.

Difficulties of the activity:

Use the sentence pattern "not...but..." based on the characteristics of the food to boldly create.

Activity preparation:

Picture book story ppt food picture card

Activity process:

1. Beginning part: Introduce the conversation and lead out the story:

1. Show pictures of food:

(1) Please use "there... ·····"Tell me what you saw?

(2) What do you like to eat? Why?

2. Show the picture of the little girl Lola to get to know the protagonist of the story.

(1) What is her least favorite food? Why doesn't she like eating these foods? (Play the recording)

(2) What kind of child do you think she is?

2. Basic parts:

(1) Learn to speak magic language.

1. A good way to guide communication and help Laura.

2. Communicate ways to understand Brother Charlie, and guide him to speak in the sentence pattern of "It's not...but..."

(1) The first thing: the orange branches on Jupiter

What could the orange branches on Jupiter be? Who's going to guess? Why is it a carrot? (Color, shape) (Show PPT) After listening to her brother’s words, will Laura eat it? (Playing the recording) Brother, what do you think of this?

(2) The second thing: green raindrops from the Green Kingdom

Then what are the green raindrops from the Green Kingdom? Why peas? (Color, shape) (Show PPT) How does my brother describe this pea? Let’s learn from him. Will Laura eat it? (Play recording) This time my brother succeeded again, let’s applaud him.

(4) Retell the special language used by my brother when introducing two kinds of food.

(2). Children create magical language.

1. Collectively try to create a magic language. (Mushrooms)

2. The group chooses the picture card (orange, green vegetables, broccoli, dragon fruit, enoki mushroom), and a group of three tries to create a magic language.

3. Exchange creation results in groups.

(3). Understand the ending of the story and the role of magical language.

1. Summary: When you encounter food you don’t like, you can make it into a magic language. Be a child who is not picky about food.

2. Introduction to the picture book storybook "I Will Absolutely Never Eat Tomatoes".

Three. Ending activities:

1. Go home and continue reading this picture book story to learn more about the magic language.

2. Ask the children to create a magic language for the picky eaters around them, so that they can also become good children who are not picky eaters. Class lesson plan: I will never eat tomatoes 3

Activity goals:

1. Based on observation and imagination, initially understand the plot of the story about the sister from being picky to eating happily. Feel the optimistic, witty and imaginative characteristics of my brother.

2. Deepen your understanding of the character’s personality and storyline through subtle observation of the characters’ eyes and expressions, imagination and communication among companions, and performance of story clips.

3. Inspire children to not be picky eaters and to be willing to be smart brothers and sisters who love and care for their younger siblings.

Activity preparation:

1. Picture book: "I will never eat tomatoes."

2. Projector.

3. Two groups of matching icons: carrots - orange branches; peas - green balls; mashed potatoes - clouds of Mount Fuji; fish nuggets - undersea supermarket snacks; tomatoes - spray Water moonlight.

4. Background music: gentle, lyrical music.

5. Know before the activity: carrots, peas, potatoes, fish nuggets, tomatoes. Preliminary knowledge before the activity: Saturn, Mount Fuji, mermaid.

Activity process:

(1) Create a problem situation, use a projector to enlarge the book cover, guide children to observe the characters in the picture carefully, and express their understanding in language.

1. Teacher (show teaching flipchart): There is a little brother named Charlie, and he has a sister named Laura. Can you find out which one is the brother and which one is the sister?

2. Children observe and express freely.

Teacher (questioning): Where did you see it?

3. Ask some children to express their different findings on the details of the characters in front of the group.

4. The teacher promptly affirms and improves the children’s detailed observation ideas, such as: You are so awesome! Not only did you discover the differences in their heights and hairstyles, but also the differences in the colors and collars of their clothes. The differences between them made it easy to tell which one was the older brother and which one was the younger sister.

(2) While looking at the pictures in the picture book, discuss and tell the story to help the children understand the word "picky eaters" and the first half of the story during the discussion.

1. The teacher told the first half of the story: "I have a sister named Laura. She is an interesting little person. Sometimes, I have to look at her. Sometimes, my parents ask me to arrange She eats...because Laura is a very picky eater."

Teacher: What does it mean when you are a picky eater? (Ask the children to explain their understanding)

2. Teacher summary. A child’s idea: a picky eater means he or she doesn’t want to eat this or that.

3. The teacher continues to tell the story: "...My sister hates tomatoes."

(3) Guide the children to read and understand the key plots through guessing and performing fragments, and initially Feel and understand the characters of brother Charlie and sister Lola.

1. Teacher: Brother Charlie used a very useful method. What method was it?

2. Children can freely imagine and communicate with each other.

3. The teacher continued to tell the story: "I said, you are very lucky... and there are no tomatoes."

4. The teacher continued to tell the story in an exaggerated tone, expression, and movements Story: "But why are there carrots here, brother Charlie? I will never eat carrots."

Teacher: Laura discovered carrots. Was she happy? (Unhappy) How did she do it? , what did she say? Come and try to act out her mood.

5. Children try to perform Lola, and ask individual children to perform in front of the group.

6. Teacher: What should brother Charlie do? How did he get his sister to eat carrots?

7. The teacher continued to tell the story: "Actually, those are not carrots. They are It’s an orange branch from Jupiter.”

The teacher said in an excited tone: Oh! Laura finally ate it! What method did brother use to tell Laura that the carrot was an orange branch? What method did Brother Charlie use to make Laura eat it? Are you eating carrots?

8. The teacher shows a corresponding set of icons: carrots-orange branches.

9. Teacher uses finger icon: This method is called imagination, imagine the carrot as an orange branch.

10. Children’s repetition: imagination.

11. Teacher: I will be Lola, and you will be Brother Charlie, help me eat the carrots!

12. The teacher and the children will role-play Lola eating the carrots. A story.

Teacher (asking further): What do you think of Brother Charlie? (Children answered: caring about his sister, smart, optimistic, not angry at all, not anxious...)

(4) Set up problem situations to trigger children to read the second half of the story independently.

1. Teacher: What kind of food will Laura see that she doesn’t want to eat? What will Brother Charlie say and do? Has Laura eaten it? These are all in this story. Please pay attention. Look, look, think, guess.

2. The teacher plays the pictures in the picture book slowly, and the children read the second half of the story freely.

(5) Organize children to discuss the main topics and initially understand the second half of the story.

1. Teacher: What food did Laura see that she didn’t want to eat? What would Brother Charlie say and do? Did Laura eat it?

2. Follow the children To answer, the teacher showed the icons: peas - green balls; mashed potatoes - clouds of Mount Fuji; fried fish nuggets - undersea supermarket snacks.

Teacher: Let’s listen to what Brother Charlie said and did in the story?

3. The teacher continues telling the story to the end of the fish nuggets section.

4. The teacher said with an expression of surprise: The most incredible thing is that Laura actually asked her brother for tomatoes. What is going on?

5. Children can guess freely. .

6. Teacher: Listen to what Laura said. Laura said: Of course I want to eat it. My favorite is the moon that sprays water. It turns out that Laura thought the tomato was a squirting moonshine (by delaying the time, saying it with the children as much as possible).

7. The teacher shows the icon: tomato - spraying water and moonlight. Laura is also very good at imagining! It seems that imagination can make us happily accept nutritious food that we don’t like!

(6) Enjoy the story completely with the accompaniment of background music.

1. Teacher: Do you like this story? Let’s watch and listen to the story together.

2. The teacher tells the story while playing the pictures in the picture book, giving the children a complete impression of the story.

(7) Use questions to stimulate children’s desire to be caring, optimistic, and smart older brothers and sisters.

1. Teacher: Do you like this brother? What kind of brother do you think he is?

2. Encourage children to speak their thoughts boldly.

3. The teacher summarized and prompted the children to think further: Brother Charlie, who is optimistic, caring, smart and imaginative, is great! Now that you are all brothers and sisters in the top class, what kind of person do you want to be? Where are the brothers and sisters?

4. Children communicate freely.